(1) background, (2) problems of the study

1

CHAPTER I

INTRODUCTION

In this chapter, the writer discusses (1) background, (2) problems of the

study, (3) objectives of the study, (4) significance of the study, (5) hypotheses of

the study, and (6) criteria for testing the hypotheses.

1.1. Background

In this modern era, English is one of the international languages. English is

used as a means of communication by most people in the world. Language is used

as social interaction when people will develop their knowledge and make

relationship in all aspect of life with other countries to master culture, science,

technology, and many more.

English as an international languages is chosen to be taught in Indonesia

because a lot of scientific books and literary works are written in English.

According to Braine (2005, p. 71), to equip Indonesians with an ability to

communicate at the international level, English is the first foreign language

officially taught to student from junior secondary school. English is considered as

a difficult subject for the Indonesian students because it is completely different

from Indonesian language being looked from the system of structure,

pronunciation and vocabulary

Reading is about understanding and comprehending written texts.

Reading skill is one of the important aspects in learning English. Reading also has

an influence in teaching and learning process. Building the reading habit should

be started as early as possible. If the students want to read, they will understand

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the lesson easily. Many students dislike reading even though reading can support

other English learning activities. By reading, the students are demanded to get the

knowledge of other skills in teaching English. According to Ueta (2005, p. 4),

reading includes intricate processes and skills which differ according to task,

purpose and language abilities. It is very important in the educational field and.

one of the aspects to get information well. Unfortunately, most of the students

cannot understand the meaning. It means that they cannot apply the reading

comprehension.

Comprehending a reading text is not an easy activity. It is because

“reading is a receptive language process. It is the process of recognition,

interpretation, and perception of written or printed materials” Khand (2004, p.

43). It means that it is about understanding written texts that refer to the process

of perceiving how written symbols correspond to ones’ spoken language. Readers

typically make use of background knowledge, vocabulary, grammatical

knowledge, experience with text and other strategies to help them understand

written text. It is a complex activity that involves both perception and thought of

making sense of words, sentences and connected text. It is not just transferring the

printed symbols from page to brain but readers have to understand the content of

what the readers read. Reading comprehension plays a great role in understanding

a written statement accurately and efficiently.

According to Sejnost and Thiese (2010, p. 9), narrative text include any

type of writing that relates a series of events and includes both fiction (novels,

short stories foems) and nonfiction (memoirs, biographics, news stories). Both

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forms tell stories that use imaginative language and express emotion, often

through the use of imagery, metaphor and symbols. Students need to know how

narrative text work and how to read them, because stories are use for many

important purposes. The purpose of narrative text is to entertain, to gain and hold

a reader’s interest. Students need to learn the purposes and methods of narrative in

order to understand the framework and to eliminate frustration when they read.

When students know the narrative elements, they can more easily follow the story

line and make successful predictions about when is to occur. In addition,

understanding these elements develops higher-level thinking skill.

In this study, the researcher chose the eleventh grade students of SMA

Nurul Iman Palembang at in academic years 2014-2015 for the investigation of

this study. The writer chose Senior High School level because firstly, this strategy

is difficult to be applied by elementery and Junior High School. Because this

strategy should be comprehended both during and after reading. Seconly, the

writer chose this level because related to Senior High School sillaby. So, the

writer decided to choose Senior High School level in conducting this research.

The writer chose narrative reading because related to Senior High School sillaby.

At the past, students get bored to learn reading, especially narrative reading text

because of the lenght of passage and variety of vocabulary used.

Based on the writer’s observation on the teacher of SMA Nurul Iman

Palembang at 28th March 2015, she found that the students had difficulties in

comprehending their reading text. When the teacher taught the class, she thought

that the students were ready to study. Then he directly asked students to open the

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book without reviewing the previous material. The teacher read the text and asked

the students to find difficult word and translated them into Indonesian. Finally,

they answered the available questions related to the text. The teacher sometimes

called the students one by one to read aloud. They only read the texts aloud

without any comprehension. Therefore, the students got difficulty in

comprehending the text. They also got bored in reading. Therefore, they need a

new approach to improve their reading comprehension and encourage them to be

ready and enjoy the learning process.

Teaching reading is necessary for the students. However, in teaching

reading process, the teacher faces difficulty and obstruction. Therefore, the

teacher must be patient and creative in teaching. The teacher as an important

component in learning should understand about how to conduct the learning

process well. She is responsible to stimulate and guide learners to have motivation

in learning.

Based on the fact above, it can be concluded that the students’

understanding in reading a text is very poor. To solve the problem of reading

comprehension, the researcher would like to use Generating Interaction between

Schemata and Text (GIST) strategy. GIST strategy is a comprehension strategy

that is used both during reading and after reading. Accoridng to Forget (2004, p.

46), GIST strategy is stated useful to identify or generate main ideas, connect the

main or central ideas, eliminate redundant and unnecessary information, and help

students remember what they read. When using GIST, the students create

summaries that consist of 20 words or less for increasingly large number of text.

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This strategy can help the students to understand the content of the text easier and

prioritize the information in a way that relates directly to how they are asked to

use information. GIST strategy works well with especially narrative text.

Therefore, the writer conducted a research entitled “improving the eleventh grade

students’ reading comprehension achievement by using Generating Interactions

between Schemata and Text (GIST) strategy at SMA Nurul Iman Palembang”.

1.2. Problems of the Study

The problems of this study are formulated in the following questions:

1. Is there any significant improvement on the eleventh grade students’

reading comprehension achievement taught by using Generating

Interaction between Schemata and Text (GIST) strategy at SMA Nurul

Iman Palembang?

2. Is there any significant difference on the eleventh grade students’


Interaction between Schemata and Text (GIST) strategy and teachers’

method at SMA Nurul Iman Palembang?

1.3. Objectives of the Study

Based on the problems above, the objectives of this study are:

1. To find out whether or not there is a significant improvement on the

eleventh grade students’ reading comprehension achievement taught

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by using Generating Interaction between Schemata and Text (GIST)

strategy at SMA Nurul Iman Palembang.

2. To find out whether or not there is a significant difference on the

eleventh grade students’ reading comprehension achievement taught

by using Generating Interaction between Schemata and Text (GIST)

strategy and teachers’ method at SMA Nurul Iman Palembang.

1.4. Significance of the Study

By conducting a reaserch on teaching reading comprehension by using

GIST strategy, the writer hopes that the result of this study will bring meaningful

improvement and contribution to the teaching of reading. The study is expected to

be significant for some people in SMA Nurul Iman Palembang. First, this study is

expected to be useful for the English teachers in improving their skill in teaching

skill particularly for the eleventh grade students of SMA Nurul Iman Palembang.

Second, the students can improve and increase their reading comprehension

achievement. Third, this study is expected to be a reference for the researcher in

improving English teaching strategy in the future, particularly teaching reading

through GIST strategy.

1.5. Hypotheses of the Study

The writer proposed two hypotheses in this research. They are null

hypotheses (Ho) and the alternative hypotheses (Ha):

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(Ha)1 : There is a significant improvement on the eleventh grade students’



Iman Palembang.

(Ho)1 : There is no significant improvement on the eleventh grade students’



Iman Palembang.

(Ha)2 : There is a significant difference on the eleventh grade students’ reading

comprehension achievement taught by using Generating Interaction

between Schemata and Text (GIST) strategy and teachers’ method at SMA

Nurul Iman Palembang.

(Ho)2 : There is no significant difference on the eleventh grade students’ reading

comprehension achievement taught by using Generating Interaction

between Schemata and Text (GIST) strategy and teachers’ method at SMA

Nurul Iman Palembang.

1.6. Criteria for Testing the Hypothesis

The criteria for testing the hypothesis are as follow:

1.6.1. a). The null hypothesis (Ho) is accepted whenever the p-output is

higher than 0.025 and t-obtained is lower than t-table (2.045).

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b). The alternative hypothesis (Ha) is accepted whenever the p-

output is lower than 0.025 and t-obtained is higher than t-table

(2.045).

1.6.2. a). The null hypothesis (Ho) is accepted whenever the p-output is

higher than 0.05 and t-obtained is lower than t-table (2.001).

b). The alternative hypothesis (Ha) is accepted whenever the p-

output is lower than 0.05 and t-obtained is higher than t-table

(2.001).

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CHAPTER II

LITERATURE REVIEW

This chapter presents: (a) theoretical framework, (b) previous related

studies and (c) research setting.

2.1. Theoretical Framework

In this part, it deals with; (1) concept of teaching, (2) concept of teaching

reading, (3) narrative text, (4) concept of GIST strategy, and (5) teaching

procedures by using GIST strategy.

2.1.1. Concept of Teaching

In Islam, teaching is very important to transfer some knowledge to the

others. In holy Qur’an verse Al-Kahf no 66. It says:

The Meaning: “Musa (Mose) said to him (Khidr) “May I follow you so that you teach me something of that knowledge (guidance and true path) which you have been taught (by Allah)?” Based on the verse above, teaching is very important in daily life to give

knowledge to their students. Teaching is all the activities of providing education

to other, interaction between teacher and students, process of giving knowledge or

skills to students and train behavior.

Teaching cannot be defined apart from learning. According to Brown

(2000, p. 7), teaching is guiding and facilitating learning, enabling the learner, and

setting the conditions for learning. It is concerned with building on the child’s

existing knowledge and providing learning experiences in an integrated way to

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effectively contribute to the expansion of each child’s conceptual framework.

Besides, it is the process of transferring, guiding and sharing the knowledge and

skills between the teacher and students.

Furthermore, teaching is implied in showing or helping someone to learn

how to do something, giving instructions, guiding in the study of something,

providing with knowledge, and causing to know or understand. Today, language

teaching is not easily categorized into methods and trends. Instead, each teacher is

called on to develop a sound overall approach to various language classrooms.

This approach is a principled basis upon which the teacher can choose particular

context. According to Ur (2009, p. 4), the concept of teaching is understood here

as a process that is intrinsically and inseparably bound up of learning. Richards

and Rodgers (2001, p. 1) argue that a method concept in teaching the notion of a

systematic set of teaching practices based on a particular theory of language and

language learning is a powerful one, and the quest for better methods was a

preoccupation of many teachers and applied linguists. Common to each method is

the belief that the teaching practices provide a more effective and theoretically

sound basis for teaching than the methods that preceded it.

Based on the explanation above, it can be assumed that teaching is the

process of guiding and helping the students to learn how to do something,

transferring and sharing the knowledge and skills between the teacher and

students. The purpose of teaching is to bring the students from “do not

understand” to “understand it”.

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2.1.2. Concept of Teaching Reading

In Islam, reading is very important because if we can read, we can learn

anything about everything. In the holy Qur’an verse Al-Alaq: no.1-5, it says:

حي ح ال بس ه الق ( ي خ بك ال أ باس ق (1اق ع سا ق ا بك 2) خ أ و ) اق

ك ( بالق (3ا ي ع 4) ال يع ا ل سا ا ) ع The meaning: “Read! in the Name of your Lord, Who has created (all that exists), Has created man from a clot (a piece of thick coagulated blood). Read! And your Lord is the Most Generous. Who has taught (the writing) by the pen the first person to write was Prophet Idrees (Enoch), has taught which he knew not.” Based on the verse above, reading as a source of knowledge, the people

will be given much information and knowledge by reading a lot since reading is

very important to our life.

According to Pang, Muaka, Bernhardt and Kamil (2003, p. 6), reading

consists of two related processes: word recognition and comprehension. Word

recognition refers to the process of perceiving how written symbols correspond to

one’s spoken language. Comprehension is the process of making sense of words,

sentences and connected text. Reading is one of the most important skills, if not

the most, among language skills. It is the barrier between one's being literate and

illiterate. Unlike reading, a person who does not hear (not having the listening

skill) is not called illiterate unless he does not read. Reading affects all aspects of

people's lives: academically, socially, economically, and psychologically.

Learning to read is an important educational goal. For both children and adults,

the ability to read opens up new worlds and opportunities. It enables us to gain

new knowledge, enjoy literature, and do everyday things that are part and parcel

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of modern life, such as, reading the newspapers, job listings, instruction manuals,

maps and many more.

Murphy (1997, p. 2) states that reading is the process of extracting a

message from a text which has been constructed by a writer by using orthographic

symbols. A writer encodes a message and a reader decodes it. Reading is also a

physiological process. Since the human eye cannot see clearly objects that are in

motion across the field of vision, a reader’s eye jumps from one spot to the other,

recording separate images, each containing groups of letters and large

combinations. It is necessary for readers to be able to recognize such

combinations as meaningful units.

When teaching reading, it is necessary to decide on our intended learning

outcomes for reading and select appropriate texts in terms of motivating and

interesting content and the level of difficulty of the text. Stephenson and Harold

(2009, p. 17-19) define reading as a part of the way we use language in daily life

to gather information, communicate with others and also for enjoyment. Effective

reading lessons in teaching reading are before, during and after reading activities,

they are:

a. Before Reading Activities

Preparing students for what they are going to read can make

comprehension much easier. The preparatory activities below aim to help students

understand the kind of text they will read and the overall meaning of the text. The

following activities provide just a few examples which may offer some ideas for

designing activities are brainstorming learner’s feelings experiences of ideas or

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themes linked to the story in some way, discussion, focused questions to check

understanding of key concepts, prediction activities using key vocabulary,

sequencing pictures and sequencing a series of key words.

b. While Reading Activities

The main aim of these activities is to help students develop reading

strategies that effective readers use while reading. This involves focusing on the

micro-skills of reading such as skimming or reading for gist, reading for the main

ideas and reading in detail.

1. Reading for Gist

When we read for the gist we skim the text quickly to get a general

idea of what the text is about. This activity should be completed in a very

short space of time 30 seconds to one minute depending on the length and

level of difficulty of the text.

2. Reading for Main Ideas

When we read for the main ideas, we read the text carefully enough

to identify the main points of information without being concerned about

the details. This activity aim a text to get the information what students

want to highlight that how they read a text is determined by our purpose for

reading and to help students to find information.

3. Reading in Detail

When we read in detail, we read carefully and sometimes more

slowly to make sure that we have understood the meanings of the text.

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c. After Reading Activities

The main aim of after reading activities is to give students the opportunity

to react to the text in a personal way and to go beyond the text itself. For new

language learners, reading is so beneficial and important. Some of the benefits

that learners of a new language can achieve, there are reading is a form of

communication, using written language or symbols (text), and reading is

processes, thinking interpretation and understanding.

2.1.3. Narrative Text

Narrative is a text focusing specific participants which tells and interesting

story. Its social function is to tell stories or past events and entertain or amuse the

readers. According to Wardiman, Jahur and Djusma (2008, p. 98), a narrative text

is an imaginative story to entertain people. Usually, the narrative text contains the

story whether fiction, non-fiction stories, fairy tales, folk tales, animal stories or

fables. The purpose is to amuse or entertain the readers and to tell a story.

There are four generic structures of narrative text. First, orientation is

about the opening paragraph where the characters of the story are introduced. Sets

the scene where and when the happened and introduces the participants of the

story, who and what is involved in the story. Second, Complication is where the

problems in the story developed. Tells the beginning of the problems which leads

to the crisis (climax) of the main participants. Third, resolution is where the

problem in the story is solved either in a happy ending or in a sad ending. Fourth,

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reorientation is a closing remark to the story and it is optinal. It consists of a moral

lesson, advice or teaching from the writer.

2.1.4. Concept of GIST Strategy

In accordance with Rice (2012, p. 9), GIST is an acronym for Generating

Interactions between Schemata and Text. This strategy was developed to help

students learn to write organized and concise summaries of their reading. The task

is to write a summary of the problem in 20 words or less. The student identifies

the 12 most important words needed to solve the problem and capture the “gist” of

the problem.

According to Forget (2004, p. 46), a strategy called GIST as cited from

Cunningham (1982), which denotes “Generating Interactions between Schemata

and Text,” can effectively improve students’ reading comprehension and

summary writing. The GIST is a strategy for taking notes while we are reading

then and writing good summaries. This strategy works on many levels. First, it

helps focus on what is important when we read. Second, it allows to check our

understanding of the reading by forcing to limit our response in the form of a

summary. This allows students to put concepts into their own words. GIST works

well with narrative text. This activity helps teachers and students to identify key

concept.

Shelby (2010, p. 12) shows that the purposes of teaching Generating

Interaction between Schemata and Text (GIST) strategy there are, reflect on the

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content of the lesson, summarize the text and differentiate between essential and

non-essential information.

2.1.5. Teaching Procedures by Using GIST Strategy

Generating Interaction between Schemata and Text (GIST) is a

summarizing strategy to help students pull out the most important information.

According to Sethna (2011, p. 16), there are some procedures that help the teacher

to present GIST strategy as follows:

a. Divide class into small groups and show the class the first paragraph. Have

students look at the first sentence of a paragraph of text and identify the

most important or key concepts

b. Choose a paragraph section from a text and place it on the overhead. The

teacher selects a paragraph from a narrative text to model the GIST

strategy. For modeling this strategy to the students, find a short paragraph

that presents a concept, event, time period, problem, sequential

instructions, and many more..

c. Each student reads the paragraph silently and writes a summary of the

paragraph in 20 words or less using as many of text.

d. Repeat with the second paragraph but summary must include information

from first and second paragraph and the teacher asks students to summary

both sentence in fifteen words or less.

e. Repeat with the next few paragraphs. The students should end up with a 25

word summary of the entire passage at the end.

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f. Students share their summaries and write a group summary based on all

their ideas. The teacher writes this on the overhead or chalkboard.

g. Write a class summary.

The teacher should observe and guide students with these summaries.

These can be done individually or in small groups. Students can share their

summaries with the whole class. Students should be given opportunities to

practice and use the GIST summary strategy. Summarization can be tricky and

ongoing practice that can help reinforce this skill.

2.2. Previous Related Studies

The writer found out some previous studies which are related to the

Generating Interaction between Schemata and Text. The first thesis is entitled

“Implementation of Generating Interaction between Schemata and Text (GIST)

strategy to improve students’ reading comprehension at the eighth grade of SMP

Muhammadiyah 1 Ponorogo in the academic year of 2011/2012”. This thesis was

written by Novi Mega Listiwi (2012) graduated from Universitas Muhammadiyah

Ponorogo. The objectives of this research are to describe and to know the

implementation of Generating Interaction between Schemata and Text (GIST) to

improve the students’ reading comprehension.

This research was conducted in two cycles. The researcher used three

research instruments. There are observation check list, questionnaire, and test. The

result of test in cycle I show that there were 10 students did not reach the criteria

of success. The criteria of success is 70. But, after the researcher made

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improvement in cycle 2, all of the students got score above 70. The result of the

questionnaire proved that most of the students were interested in using GIST

Strategy.

The differences between present and the previous studies are the

population, sample, and location. The similarities between present and the

previous studies are both of studies use Generating Interaction between Schemata

and Text (GIST) Strategy in teaching reading and both of studies use experimental

study.

The second is entitled “Improving students’ narrative reading achievement

through Generating Interaction between Schemata and Text (GIST) strategy”.

This thesis was written by Liza Andini (2012), graduated from Universitas Negeri

Medan. This study is aimed at improving students’ narrative reading achievement

through GIST Strategy. The objective of this study is to find out whether GIST

Strategy can improve students’ achievement in reading narrative text. This study

was conducted by using classroom action research.

The differences between present and the previous studies are the location,

sample, and the research method since the previous study used classroom action

research. The similarities between present and the previous studies are both of

studies use Generating Interaction between Schemata and Text (GIST) strategy,

the teaching reading comprehension and both of studies use narrative text.

The third is entitled “The Implementation of GIST Strategy to

Comprehend Analytical Exposition Text for Eleventh Graders of SMA Wachid

Hasyim 2 Taman” This thesis was written by Danny Dwi Arianto (2013). In this

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study, the researcher had chosen analytical exposition text as the text which is

going to be used because it is often encountered by the students in their daily life.

The aims of this study are to describe how the eleventh graders of SMA Wachid

Hasyim 2 Taman implemented GIST strategy to comprehend analytical exposition

text and the students’ comprehension on analytical exposition text after the

implementation of GIST strategy. The research design of this study was

qualitative research which had natural setting as the direct source of data and the

function of the researcher himself as the main instrument.

In this study, the researcher used three steps in collecting data. They were

explained as follows: Firstly, the researcher interviewed the English teacher

before entering the class. Next was observation in the reading class. The

researcher was equipped with the observation fieldnotes and checklist. The

researcher gave a tick mark on the “Yes‟ or “No‟ column whenever the indicators

came up. The last was collecting the result of students’ reading task. It was used

to check whether the teaching and learning process got success or not and also to

know the students’ comprehension. It means that after collecting the students’

reading task, the researcher could analyze the students’ comprehension after using

GIST strategy.

The differences between present and the previous studies are the location,

the writer focus on the narrative text, meanwhile previous study focused on the

analytical exposition text, and present use experimental study, meanwhile

previous study used classroom observation. The similarity between present and

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the previous study is both of studies use Generating Interaction between Schemata

and Text (GIST) Strategy.

2.3. Research Setting

This research was conducted in the SMA Nurul Iman Palembang. The

location is in Jl. Mayor Salim Batu Bara No. 358 Kebon Semai Sekip Palembang

South Sumatera province. The head master of SMA Nurul Iman Palembang is

Drs. Kiagus Hasan.

According to the result of writers’ interview with Drs. Kiagus Hasan at

28th March 2015. He mentioned that the school had some infrastructures in

supporting the teaching-learning process; the classroom consists of 14 classes, 1

office room that consists of principles’ room, administrators’ room, and teachers’

room, 1 computer laboratory, 1 library, 1 school canteen, 1 OSIS room, 1

language laboratory, 1 IPA laboratory, 1 sport room, 32 blackboards, 1 UKS

room, 1 BK room, 1 art room, and 6 toilets which consist of 2 toilets for teacher

and 4 toilets for students.

There are 35 teachers that teach in this school which consist of 23 male

teachers and 12 female teachers. This school consists of 14 classes. For the tenth

grade, there are 4 classes. They are class X IPA 1 consists of 10 male students and

17 female of students’. Class X IPA 2 consists of 15 male students and 13 female

students. Class X IPS 1 consists of 13 male students and 14 female students. Class

X IPS 2 consists of 16 male students and 12 female students. For the eleventh

grade, there are 4 classes. They are class XI IPA 1 consists of 11 male students

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and 26 female students. Class XI IPA 2 consists of 14 male students and 18

female students. Class XI IPS 1 consists of 14 male students and 16 female

students. Class XI IPS 2 consists of 12 male students and 18 female students. For

the twelfth grade, there are 6 classes. They are class XII IPA 1 consists of 13 male

students and 13 female students. Class XII IPA 2 consists of 16 male students and

10 female students. Class XII IPA 3 consists of 16 male students and 12 female

students. Class XII IPS 1 consists of 12 male students and 15 female students.

Class XII IPS 2 consists of 13 male students and 14 female students. Class XII

IPS 3 consists of 10 male students and 16 female students. The total number of

students in this school consists of 399 students. The researcher chooses the

eleventh grade students for the research as the population.

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CHAPTER III

METHOD AND PROCEDURES

In this chapter, the researcher explains (1) method of research, (2)

variables of research, (3) operational definitions, (4) population and sample, (5)

techniques for collecting data, (6) analysis on research instruments, (7) research

teaching schedule and, (8) techniques for analyzing data

3.1. Method of Research

In this research, the writer used a quasi experimental design. According to

Fraenkel, Wallen and Hyun (2012, p. 275), Quasi experimental designs is do not

include the use of random assignment in selecting sample of the research. In this

design, the researcher used non-random sampling method to select the sample of

the study.

In this study, there were experimental and control groups which both were

given pretest and posttest. The experimental group was taught by using

Generating Interaction between Schemata and Text (GIST) strategy. Meanwhile,

the control group was taught by using teacher’s method that the teacher usually

used. In doing this study, the research design of the study was the Pretest-Posttest

Nonequivalent-Groups Design which is suggested by Cohen, Mannion and

Marrison (2007, p. 288).

O1 X O2

O3 O4

Where :

O1 : Pre-test in experimental group

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X : Treatment in experimental group taught using GIST Strategy

O2 : Post-test in experimental group

O3 : Pre-test in control group

O4 : Post-test in control group

3.2. Research Variables

According to Creswell (2012, p. 112), a variable is a characteristic or

attribute of an individual or an organization that (a) researchers can measure or

observe and (b) varies among individuals or organization studied. According to

Fraenkel, et. al. (2012, p. 87), a variable is any charactheristic or quality that

varies among the member of a particular group.

In this study, there are two kinds of variables in this research, they are

independent and dependent variables. According to Creswell (2012, p. 115-116), a

dependent variable is an attribute or characteristic that is dependent on or

influenced by the independent variable. An independent variable is an attribute or

characteristic that influences or affects an outcome or dependent variable. So, the

independent variable in this study was the use of GIST strategy, and the

dependent variable of this study was the students’ reading comprehension.

3.3. Operational Definitions

The tittle of the study is “ improving the eleventh grade students’ reading

comprehension achievement by using generating interaction between schemata

and text (GIST) strategy at SMA Nurul Iman Palembang”. To avoid and reduce

24

misunderstanding, the writer considered that is was necessary to define the words

or phrase in this study, they are reading comprehension achievement and GIST

strategy.

First, according to Pang, et. al. (2003, p. 6), reading is about understanding

written texts. Reading is a part of the way we use language in daily life to gather

information, communicate with others and also for enjoyment. Second, according

to Pang, et. al. (2003, p. 14), comprehension is the process of deriving meaning

from connected text. It involves word knowledge (vocabulary) as well as thinking

and reasoning. So, Reading comprehension is about relating prior knowledge to

new knowledge contained in written texts. The students’ reading comprehension

achievement can be seen from the differences of students’ pretest score and

posttest score after giving treatment in experimental group.

According to Sethna (2011, p. 16) GIST is a summarizing strategy to help

students pull out the most important information. It is one approach to summarize

a text. When using GIST, the students create summaries consisting of 20 words or

less for increasingly large amounts of text.

3.4. Population and Sample

3.4.1. Population

According to Fraenkel, et. al. (2012, p. 92), the population is the group of

the interest to the researcher, the group to whom the researcher would like to

generalize the results of the study. If someone wants to investigate all of the

elements in reseach area, her research is population reseacrh. According to

25

Creswell (2012, p. 142), a population is a group of individuals who have the same

characteristic.

The population of this study was all the eleventh grade students of SMA

Nurul Iman Palembang in the second semester of academic years 2014-2015.

There are 129 students which consist of four classes. The XI IPS 1 class of the

eleventh grade students at SMA Nurul Iman Palembang has 30 students that

consist of 14 male students and 16 female students. The XI IPS 2 class has 30

students that consist of 12 male students and 18 female students. The XI IPA 1

class has 27 students that consist of 11 male students and 26 female students. The

XI IPA 2 class has 32 students that consist of 14 male students and 18 female

students. The total number of the population is 129 students. The population of

the study was described in table 1.

Table 1 Population of the Study

No Class

Students

Total Male Female

1 XI IPA 1 11 26 37

2 XI IPA 2 14 18 32

3 XI IPS 1 14 16 30

4 XI IPS 2 12 18 30

Total 51 78 129

(Source: SMA Nurul Iman Palembang academic years 2014/2015

26

3.4.2. Sample

According to Sugiyono (2012, p. 81), sample is part of the number and

characteristic possessed by the population. Cresswell (2012, p. 142) states that a

sample is a subgroup of the target population that the reseacher plans to study for

generalizing sampling. In this study, the writer used purposive sampling method

to select the sample. According to Fraenkel, et. al. (2012, p. 100), purposive

sampling is different from convenient sampling in that researcher do not simply

study who ever is available but rather use their judgement to select a sample that

they believe, based on prior information, will provide the data they need. It was

done because member of the population was considered homogeneous. Class XI

IPS 1 and XI IPS 2 were homogenous because they have the amount of students

and have the same capability and level comprehension.

Before being taught reading comprehension using Generating Interaction

between schemata and text (GIST) strategy given treatments, the students were

given a test (Pretest). After the students were given the pretest, the average score

of the students in XI IPS 1 was higher than the students of XI IPS 2. From the

result of students’ pretest scores, the researcher decided that class XI IPS 1

consisting of 30 students was treated as control group and class IX IPS 2

consisting of 30 students was treated as experimental group. So, the total of

sample was 60 students. The sample of the study was described in table 2.

27

Table 2 Sample of the Study

No Class Students Group Total Male Female

1 XI IPS 1 14 16 Control 30 2 XI IPS 2 12 18 Experimental 30

Total of students 60

3.5. Techniques for Collecting Data

The data were collected through test. The test is a means of measuring the

knowledge, skill, feeling, intelligence or aptitude an individual or group.

According to Brown (2004, p. 3), a test is a method of measuring a person’s

ability, knowledge, and performance in a given domain. In this study, there were

two kinds of test that were given to the students. The purposes of giving test is to

know the situation, knowledge, ability and performance of the students. They

were pretest and posttest.

The test was given twice. The first time, the test was given before the

teaching learning activities (pretest), and the second time, the test was given after

giving treatment (posttest) in order to find out whether or not there is a significant

difference on students’ reading comprehension. Before the research instrument

was given to the students, the validity and reliability of test items were estimated

first through try out to know that the degree to which a test showed consistent

results when administered to the students. In this research instrument, there were

60 multiple choice questions items. The result of validity test showed that there

were 40 valid questions and 20 invalid questions

28

3.6. Analysis on Research Instrument

Research instrument is test question items designed for students’ pretest

and posttest activities. The test question items which are used for students’ pretest

are the same as what was given for students’ posttest activities. The instrument

analysis is through validity and reliability.

3.6.1. Validity Test

The validity is the most important idea to consider when preparing or

selecting an instrument for use. According to Fraenkel, et. al (2012, p. 275), The

validity of a test is the extent to which it measures what it is supposed to measure

and nothing else. The scores of validity items are obtained from tryout analysis

which was done by using the sample from another school. Validity test in this

study was done to know whether the instruments which are going to be used for

pretest and posttest are valid or not. Validity refers to the appropriateness,

meaningfulness, and usefulness of any inferences of researcher draws based on

the data obtained through the use of instrument. In order to ensure each items of

reading test was valid, the writer use SPSS computer program to calculated the

validity of the reading test. There are three kind validities to be used, they are

construct validity, validity of each question item and content validity.

a. Construct Validity

According to Hughes (1989, p. 26), construct validity is a test, part

of a test, or a testing technique is said to have construct validity if it can be

demonstrated that it measures just the ability which it is supposed to

measure. In this research study, there were three validators to validate the

29

research instrumen. The three validators were M. Holandiyah, M. Pd as

the first validator, Manalullaili, M. Ed as the second validator, and Amalia

Hasanah, M. Pd as the third validator.

The first validator M. Holandyah M.Pd asked the writer to revised

lesson plan in experimental class and some question. The second validator

Manalullaili, M.Ed asked the writer to give clear direction and criteria

scoring, and the third validator amalia hasanah, M.Ps asked to add kind of

texts in test instrument.

From the result of three validators of this research instrument test,

lesson plans, and materials. It can be stated that the research instrument of

this study can be used, it means that the instrument of reading

comprehension test was appropriate to apply for the students.

b. Validity of Each Question Items

In this research instrument, there were 60 questions item in

multiple choice given to the students, and the N-sample is 30 students.

Then, each question item is analyzed for its validity. From students’

answer on multiple choice questions, the correct answers are labeled 1, and

the wrong answers are labeled 0. The result of the test was analyzed using

Pearson Correlation Formula. From Pearson Correlation Formula, it was

also found that there were only 40 questions test item from 60 questions

item were valid.

The analysis result of each question item is found that there are 20

questions items considered invalid. They are question numbers; 1, 2, 3, 4,

30

5, 6, 7, 8, 9, 10, 11, 18, 31, 32, 38, 51, 56, 58, 59 and 60 since the scores of

significance are lower than 0.361. Then, 40 questions items considered

valid. They are questions numbers; 12, 13, 14, 15, 16, 17, 19, 20, 21, 22,

23, 24, 25, 26, 27, 28, 29, 30, 33, 34, 35, 36, 37, 39, 40, 41, 42, 43, 44, 45,

46, 47, 48, 49, 50, 52, 53, 54, 55 and 57 since the scores of significance

are higher than 0.361. the result analysis of validity test in each questions

item was described in table 3.

Table 3 The Analysis Result in Each Questions Items

No. Validity Test of Each Question

Item

Sig.(2-Tailed) of Pearson Correlation (r-output)

r-table score

Result

1 Item 1 0.000 0.361 Invalid 2 Item 2 0.000 0.361 Invalid 3 Item 3 0.000 0.361 Invalid 4 Item 4 0.241 0.361 Invalid 5 Item 5 0.060 0.361 Invalid 6 Item 6 0.016 0.361 Invalid 7 Item 7 0.067 0.361 Invalid 8 Item 8 0.172 0.361 Invalid 9 Item 9 0.167 0.361 Invalid 10 Item 10 0.254 0.361 Invalid 11 Item 11 0.276 0.361 Invalid 12 Item 12 0.607 0.361 Valid 13 Item 13 0.441 0.361 Valid 14 Item 14 0.626 0.361 Valid 15 Item 15 0.626 0.361 Valid 16 Item 16 0.856 0.361 Valid 17 Item 17 0.871 0.361 Valid 18 Item 18 0.035 0.361 Invalid 19 Item 19 0.574 0.361 Valid 20 Item 20 0.923 0.361 Valid 21 Item 21 0.527 0.361 Valid

31

22 Item 22 0.656 0.361 Valid 23 Item 23 0.980 0.361 Valid 24 Item 24 0.626 0.361 Valid 25 Item 25 0.656 0.361 Valid 26 Item 26 0.767 0.361 Valid 27 Item 27 0.656 0.361 Valid 28 Item 28 0.465 0.361 Valid 29 Item 29 0.656 0.361 Valid 30 Item 30 0.378 0.361 Valid 31 Item 31 0.189 0.361 Invalid 32 Item 32 0.189 0.361 Invalid 33 Item 33 0.812 0.361 Valid 34 Item 34 0.980 0.361 Valid 35 Item 35 0.363 0.361 Valid 36 Item 36 0.864 0.361 Valid 37 Item 37 0.578 0.361 Valid 38 Item 38 0.267 0.361 Invalid 39 Item 39 0.578 0.361 Valid 40 Item 40 0.767 0.361 Valid 41 Item 41 0.574 0.361 Valid 42 Item 42 0.923 0.361 Valid 43 Item 43 0.980 0.361 Valid 44 Item 44 0.797 0.361 Valid 45 Item 45 0.363 0.361 Valid 46 Item 46 0.465 0.361 Valid 47 Item 47 0.607 0.361 Valid 48 Item 48 0.578 0.361 Valid 49 Item 49 0.363 0.361 Valid 50 Item 50 0.956 0.361 Valid 51 Item 51 0.081 0.361 Invalid 52 Item 52 0.363 0.361 Valid 53 Item 53 0.716 0.361 Valid 54 Item 54 0.812 0.361 Valid 55 Item 55 0.864 0.361 Valid 56 Item 56 0.193 0.361 Invalid 57 Item 57 0.574 0.361 Valid 58 Item 58 0.230 0.361 Invalid 59 Item 59 0.271 0.361 Invalid 60 Item 60 0.295 0.361 Invalid

32

After the analysis of multiple choice question in validity test, it can

be took 40 items from 60 items. They are question numbers; 12, 13, 14,

15, 16, 17, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 33, 34, 35, 36, 37,

39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 52, 53, 54, 55 and 57. In the

other hand, the other 20 items are leaved away (erased). They are question

numbers; 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 18, 31, 32, 38, 51, 56, 58, 59 and

60.

c. Content Validity

According to Hughes (1989, p. 22), a test is said to have content

validity if its content constitutes a representative sample of the language

skills, structures, etc. which it is meant to be concerned. A content validity

is very important since it is an accurate measure of what it is supposed to

measure. In order to judge whether or not a test has content validity, a

specification of the skills or structures should be made based on the

curriculum and syllabus. The table of specification test was described in

table 4.

33

Table 4 Table of Specification Test

Objectives Text’s Title

Indicator Number

of Items

Total of

Test

Type of

Test

Answer

Key

To measure the students’ comprehension in reading text focus on narrative text

The Story of Toba Lake

The students are able: -to identify information details -to determine moral value -to find the reference.

1,2

3

4

4

Multiple choice

c, d

a

e


The King and the Queen

The students are able: -to find kind of text -to find specific information of the text appropriately -to identify information details

5

7

6,8

4

Multiple choice

a

a

c, b

34


Little Brother and Sister

The students are able: -to identify information details -to determine moral value.

9,10

11

3

Multiple choice

c, e

d


The Legend of Malin Kundang

The students are able: -to identify information details -to determine moral value -to find the reference.

12, 13, 14,

16,18

17

15

7

Multiple choice

b, d, c, e, d

d


The Legend of Sura and Baya

The students are able: -to identify information details -to find main idea of the text

20, 21, 22, 23, 24, 25

19

7

Multiple choice

b, c, b, b, d, c

a

35


The rabbit and the crocodile


26

27

2

Multiple choice

b

c


The little rabbit


28, 29, 30,31,

32

33

6

Multiple choice

d, b, e, e, a

c


The Princess and the Pea

The students are able: -to find kind of the text -to find the generic structure of text

34

35, 36

3

Multiple choice

c

a, b

To measure the students’ comprehension in reading text focus on

The Hawk and the

The students are able: -to find kind of text -to find the generic

37

40

2

Multiple choice

c

d

36

narrative text

Hen structure of text - to identify information details.

38, 39

b, a

3.6.2. Reliability Test

Reliability means determination or stability. According to Fraenkel et. al

(2012, p. 154), reliability refers to the consistency of the scores obtained how

consistens they are for each individual from one administration of an instrument

to another and from one set of items to another. According to Holandyah (2013,

p. 183), Reliability test measures whether research instrument used for pretest and

posttest activities is reliable or not. The scores of reliability are obtained from

tryout analysis which is done twice using the same sample and instruments. To

know the reliability of the test is used in this study, the writer calculated the

students’ score by using Pearson Product Moment Correlation found in SPSS 20

(statistical package for the social science) program. The test was indicated reliable

whenever the p-output was higher than 0.70. Reliability test measures whether

research instrument used for pre-test and post-test activity reliable or not.

In this study, the writer used Test Retest Method. According to Fraenkel,

et. al. (2012, p. 155), the test re-test method involves administering the same test

twice to the same group after a certain time interval has elapsed. Interval between

test 1 and test 2 for one week. The test instrument consisted of 40 questions items

in multiple choices to the eleventh grade student from the one school twice with

37

the same question items at different times. The result of try out analysis of the test

was described in table 5.

Table 5 The Result of Try Out Analysis

No Students’ Name Test 1 Test 2 1 Aromaisi 65 65 2 Adita Rahayu 70 75 3 Citra Amalia 62.5 50 4 Dila Sagita 60 62 5 Doni Tiopansyah 50 47.5 6 Enda Yani 47.5 45 7 Evan Nurhamid 62.5 60 8 Endang Safitri 40 35 9 Fara Syahada Abri Wandika 42.5 30 10 Hamidah 27.5 55 11 Intan Tamara 55 50 12 Julia Monica Putri 30 30 13 Latifah Audia 45 42.5 14 Malia 60 60 15 Melia Utama Putri 65 60 16 Mia Nur Jumaini 52.5 72.5 17 Melati Ramadhani 75 70 18 M. Ricky arya hasmanto 65 50 19 M. Ricky ramadhan 30 50 20 Nabila Elfa Rieni 37.5 35 21 Nopriansyah 57.5 50 22 Novi Fitri Yanti 50 45 23 Nuraini Fitria Anggraini 72.5 70 24 Nurlatifah Sumirah 67.5 67.5 25 Oktarina 32.5 30 26 Ratmi Sri Utami 60 72.5 27 Sari Astuti 4.5 50 28 Siti Nur Aisyah 60 70 29 Suci Aulia Romadhona 60 60 30 Tania 60 60

38

The score in test 1 and test 2 were analyzed used Pearson Correlation

Formula SPSS program. From the calculation, it was found that the coefficient

reliability of the reading test items was 0.749 which higher than 0.70. Therefore, it

could be stated that this instrument was considered reliable for this study. The

result analysis result of reliability test was described in Table 6.

Table 6

The Analysis Result of Reliability Test using Test-Retest Method No Number of

Test N-Sample Pearson of

Correlation Sig. (2-tailed)

Result

1 Test 1 30 0.749 0.000 Reliable

2 Test 2 30

3.7. Research Treatment

Treatment was designed for twelve meetings and two meetings for pretest

and posttest activities. The treatments are given in both groups (control and

experiment) with similar teaching materials but different strategies. The

researcher chose class XI IPS 1 as a control group and class XI IPS 2 as an

experimental group. The research treatment that should be analyzed there was

readibility and research teaching schedule.

3.7.1. Readibility Test

According to Holandyah (2013, p. 180), readability test is done to know

what level of reading texts to appropriate level of students’ class in

comprehending the reading text. Readability is used to know the quality of written

39

language that makes it easy to read and understand. In this study, the writer has

given the students reading texts. The writer has checked the readability test of the

text using readability test online found in http//www.readabilityFormula.com. The

categories of the texts are put in the description of readability table including text

title, kind of text and text statistics: number of sentence, words per sentence,

character per word, flesh per ease score and text level. The result of readbility test

was described in table 7.

Table 7 The Result of Readability Test

No Reading

Text Tittle Text Type

Word Per

Sentence

Character Per Word

Flesh Reading

Ease Score

Text Level

1 The Legend of Edelweiss Flower

Narrative text

16 7.30 92 Very Easy

2 A Wolf and a Dog.

Narrative text

16 4.1 90 Very Easy

3 The Goose and the Golden Eggs.

Narrative text

16 4.1 90 Very Easy

4 The Story of Snow White.

Narrative text

21 3.8 84.4 Very Easy

5 The Legend of Sangkuriang

Narrative text

21 3.5 80.4 Very Easy

6 The Story of Mouse and Lion

Narrative text

21 3.5 80.1 VeryEasy

7 The legend of Banyuwangi.

Narrative Text

20 3.5 80 Easy

8 The Story of Narrative 20 3.5 80 Easy

40

Cinderella. text

9 The Legend of Tangkuban Perahu.

Narrative text

20 3.5 80 Easy

10 The Legend of Prambanan Temple.

Narrative text

20 3.5 80 Easy

3.7.2. Research Teaching Schedule

In this research, there are twelve meetings included pre-test and post-test.

It was done considering the activity of the students who had many activities

outside their regular studying time. Experimental and control groups were taught

for ten meeting that took 80 minutes (2x40’ minutes) for every meeting. The

treatment were given twice a week based on the english lesson schedule. Both

experimental and control group were taught by the researcher and given the same

main book and materials. The control group was taught by using teachers’

method, and the experimental group was taught by using Generating Interaction

between Schemata and Text (GIST) strategy. Teaching materials for research

treatment was described in table 8.

Table 8 Teaching Materials for Research Treatments

No Research Treatment Teaching

Material Meeting Time

Allocation Control Experiment Date/Time Date/Time

1 Mei 12, 2015 07.10-08.40

April 4, 2015 08.40-10.10

Pre-Test (Test) 1st 2x45

41

2 Mei 14, 2015 08.40-10.10

Mei 14, 2015 07.10-08.40

The Legend of Edelweiss Flower.

2nd 2x45

3 Mei 19, 2015 07.10-08.40

Mei 20, 2015 07.10-08.40

a Wolf and a Dog. 3rd 2x45

4 Mei 21, 2015 07.10-08.40

Mei 22, 2015 07.10-08.40

The Goose and the Golden Eggs. 4th 2x45

5 Mei 23, 2015 07.10-08.40

Mei 23, 2015 08.40-10.10

The Story of Snow White. 5th 2x45

6 Mei 26, 2015 08.40-10.10

Mei 26, 2015 07.10-08.40

The Legend of Sangkuriang 6th 2x45

7 Mei 27, 2015 07.10-08.40

Mei 28, 2015 08.40-10.10

The Story of a Mouse and a Lion 7th 2x45

8 Mei 29, 2015 07.10-08.40

Mei 30, 2015 07.10-08.40

The Legend of Banyuwangi. 8th 2x45

9 Juni 1, 2015 07.10-08.40

Juni 1, 2015 08.40-10.10

The Story of Cinderella. 9th 2x45

10 Juni 2, 2015 08.40-10.10

Juni 3, 2015 07.10-08.40

The Legend of Tangkuban Perahu.

10th 2x45

11 Juni 4, 2015 08.40-10.10

Juni 4, 2015 07.10-08.40

The Legend of Prambanan Temple.

11th 2x45

12 Juni 6, 2015 07.10-08.40

Juni 6, 2015 08.40- 10.10

Post-Test (Test) 12th 2x45

3.8. Techniques for Analyzing Data

This part describes the method of data analysis employed in the present

study. Data were obtained from the test (pre-test and posttest). In analyzing the

obtained data, the writer used the following stages:

3.8.1. Data Descriptions

In analyzing the data description, there are two analyses done. They are

distribution of frequency data and descriptive statistics.

42

a. Distribution of Frequency Data

In distributions of frequency data, the students’ score interval,

frequency, percentage are achieved. The distribution of frequency data are

obtained from students’ pretest score in experimental group, students’

posttest score in experimental group, the students’ pretest score in control

group, and students’ posttest score in control group.

b. Descriptive statistics

In descriptive statistics, number of sample, the score of minimal,

maximal, mean, standard deviation and standard error of mean are obtained.

Descriptive statistics are obtained from students’ pretest and posttest score

in control and experimental groups.

3.8.2. Prerequisite Analysis

Before analyzing the obtained data, pre-requisite analysis was done to see

whether or not the data were normal and homogeneous. The obtained data were

obtained from students’ pretest and posttest in both groups (experimental and

control).

a. Normality Test

Normality test is used to measure whether the obtained data is

normal or not. The data can be classified into normal whenever the p-

output is higher than 0.05 (Basrowi and Soenyono, 2007, p. 85). In

measuring normality test, 1-Sample Kolmogorov-Smirnov is used. The

normality test is used to measure students’ pretest and posttest score in

control and experimental groups (Holandyah, 2013, p. 186).

43

b. Homogeneity Test

Homogeneity test is used to measure the obtained scores whether it

is homogen or not. Basrowi, et al (2007, p. 106) as cited in Holandyah

(2013, p. 187) states that the score is categorized homogeny when the p-

output was higher that mean significant difference at 0.05 level of

significant. In measuring homogeneity test, Levene Statistics in SPSS is

used. The homogeneity test of students’ pretest and posttest score in the

one group pretest-posttest experiment design was investigated.

3.8.3. Hypothesis Testing

According to Hatch and Farhady (1982, p. 3), hypothesis is a

tentative statements about the outcome of the research. The testing is that:

a. Means significant improvement is analyzed using paired sample t-test

to find the improvement of the students’ pretest to posttest scores in

experimental group taught by using GIST strategy. Means significant

improvement is found whenever the p-output is lower than 0.025 and t-

obtained is higher than t-table (2.045).

b. Significant difference is analyzed using Independent sample t-test to

find the significant difference between the students’ posttest scores in

control and experimental groups taught by using teachers’ method and

GIST strategy. Significant difference is found whenever the p-output

is lower than 0.05 and t-obtained is higher than t-table (2.001).

44

CHAPTER IV

FINDINGS AND INTERPRETATION

In this chapter, the writer presents (1) results of the study and (2)

discussion.

4.1. Findings of the Study

The results of this study were to find out: (1) data descriptions, (2)

prerequisite analysis, and (3) the result of significant difference analysis on the

eleventh grade students’ score taught using GIST strategy and strategy that

usually used by teacher of SMA Nurul Iman Palembang.

4.1.1. Data Description

In data descriptions, there were two analyses to be done. They were

distributions of frequency data and descriptive statistics. The result of students’

pretest and posttest in control and experimental groups were analyzed by using

SPSS 20.

a. Distributions of Data Frequency

In the distributions of data frequency, score, frequency, and

percentage were analyzed. The scores were got from: (a) pretest scores in

experimental group, (b) posttest scores in experimental group, (c) pretest

scores in control group, and (d) posttest scores in control group.

45

1). Students Pretest Scores in Experimental Group

In distribution of data frequency, it was found that there were three

students got scores 4.25 (10.0%), four students got scores 4.50 (13.3%), three

students got scores 4.75 (10.0%), six students got scores 5.00 (20.0 % ), one

student got scores 5.25 (3.3% ), two students got scores 5.50 (6.7%), two students

got scores 5.75 (6.7%), one student got scores 6.00 (3.3%), one student got scores

6.25 (3.3%), two students got scores 6.50 (6.7%), two students got scores 6.75

(6.7%), one student got scores 7.00 (3.3%), and two students got scores 7.50

(6.7%), The result of pretest in experimental group was described in table 9.

Table 9 Distribution of the Data FrequencyData of Students’ Pretest

Scores in Experiment Group

Frequency Percent Valid Percent

Cumulative Percent

Valid

4.25 3 10.0 10.0 10.0

4.50 4 13.3 13.3 23.3

4.75 3 10.0 10.0 33.3

5.00 6 20.0 20.0 53.3

5.25 1 3.3 3.3 56.7

5.50 2 6.7 6.7 63.3

5.75 2 6.7 6.7 70.0

6.00 1 3.3 3.3 73.3

6.25 1 3.3 3.3 76.7

6.50 2 6.7 6.7 83.3

6.75 2 6.7 6.7 90.0

7.00 1 3.3 3.3 93.3

7.50 2 6.7 6.7 100.0

Total 30 100.0 100.0

46

2). Students Posttest Scores in Experimental Group

In distribution of data frequency, it was found that there were two students

got scores 6.00 (6.7%), one student got scores 6.25 (3.3 %), two students got

scores 6.50 (6.7%), three students got scores 6.75 (10.0%), two students got

scores 7.00 (6.7%), one student got scores 7.25 (3.3%) , six students got scores

7.50 (20.0%), five students got scores 7.75 (16.7%), two students got scores 8.00

(6.7%), one student got scores 8.25 (3.3%), three students got scores 8.50

(10.0%), and two students got scores 8.75 (6.7%). The result of distribution of

frequency in posttest scores of experimental group was described in table 10.

Table 10 Distribution of the Data Frequency of Students’ Posttest

Scores in Experimental Group


Cumulative Percent

Valid

6.00 2 6.7 6.7 6.7

6.25 1 3.3 3.3 10.0

6.50 2 6.7 6.7 16.7

6.75 3 10.0 10.0 26.7

7.00 2 6.7 6.7 33.3

7.25 1 3.3 3.3 36.7

7.50 6 20.0 20.0 56.7

7.75 5 16.7 16.7 73.3

8.00 2 6.7 6.7 80.0

8.25 1 3.3 3.3 83.3

8.50 3 10.0 10.0 93.3

8.75 2 6.7 6.7 100.0

Total 30 100.0 100.0

47

3). Students Pretest Scores in Control Group

In distribution of frequency data, it was found that there were three

students got scores 5.00 (10.0%), two students got scores 5.25 (6.7%), one student

got scores 5.50 (3.3%), five students got scores 5.75 (16.7%), three students got

scores 6.00 (10.0 % ), three students got scores 6.25 (10.0%), two students got

scores 6.50 (6.7%), five student got scores 6.75 (16.7%), two students got scores

7.00 (6.7%), one student got scores 7.25 (3.3%), two students got scores 7.50

(6.7%), and one students got score 7.75 (3.3%). The result of the pretest in

control group was described in table 11.

Table 11 Distribution of the Data Frequency of Students Pretest

Scores in Control Group


Cumulative Percent

Valid

5.00 3 10.0 10.0 10.0

5.25 2 6.7 6.7 16.7

5.50 1 3.3 3.3 20.0

5.75 5 16.7 16.7 36.7

6.00 3 10.0 10.0 46.7

6.25 3 10.0 10.0 56.7

6.50 2 6.7 6.7 63.3

6.75 5 16.7 16.7 80.0

7.00 2 6.7 6.7 86.7

7.25 1 3.3 3.3 90.0

7.50 2 6.7 6.7 96.7

7.75 1 3.3 3.3 100.0

Total 30 100.0 100.0

48

4). Students Posttest Scores in Control Group

In distribution of data frequency, it was found that there were one student

got scores 5.25 (3.3%), one student got scores 5.50 (3.3%), one student got scores

5.75 ( 3.3%), one student got scores 6.00 (3.3%), one student got scores 6.50

(3.3%), one student got scores 6.75 (3.3% ), two students got scores 7.00 (6.7% ),

three students got scores 7.25 (10.0%), eight students got scores 7.50 (26.7%),

nine students got scores 7.75 (30.0%), and two students got scores 8.00 (6.7%).

The result of the posttest score in control group was described in table 12.

Table 12 Distribution of the Data Frequency of Students’ Posttest

Scores in Control Group


Cumulative Percent

Valid

5.25 1 3.3 3.3 3.3

5.50 1 3.3 3.3 6.7

5.75 1 3.3 3.3 10.0

6.00 1 3.3 3.3 13.3

6.50 1 3.3 3.3 16.7

6.75 1 3.3 3.3 20.0

7.00 2 6.7 6.7 26.7

7.25 3 10.0 10.0 36.7

7.50 8 26.7 26.7 63.3

7.75 9 30.0 30.0 93.3

8.00 2 6.7 6.7 100.0

Total 30 100.0 100.0

b. Descriptive Statistics

Descriptive statistics are described of pretest and posttest in

experimental group and pretest and posttest in control group. In the

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descriptive statistics, the total of sample (N), minimum and maximum scores,

mean scores, standard deviations were analyzed. The scores were gained

from; (a) pretest scores in experimental group, (b) posttest scores in

experimental group, (c) pretest score in control group, and (d) posttest scores

in control group.

1). Students’ Pretest Scores in Experimental Group

In descriptive statistics, it was found that the total number of sample in

experimental group (N) were 30 students, the minimum score was 4.25, the

maximum score is 7.50, the mean score is 5.4500, and the standard deviation was

0.98567. The result of descriptive statistics on students’ pretest scores in

experimental group was described in table 13. (See Appendix E).

Table 13 Descriptive Statistics on Students’ Pretest Scores in Experimental Group

N Minimum Maximum Mean Std. Deviation

Pretest_Experimental 30 4.25 7.50 5.4500 0.98567 Valid N (listwise) 30

2). Students’ Posttest Scores in Experimental Group


experimental group (N) were 30 students, the minimum score was 6.00, the

maximum score is 8.75, the mean score is 7.4583 and the standard deviation was

0.78258. The result of descriptive statistics on students’ posttest scores in

experimental group was described in table 14. (See Appendix E).

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Table 14 Descriptive Statistics on Students’ Posttest Scores in Experimental Group

N Minimum Maximum Mean Std. Deviation

Posttest_Experimental 30 6.00 8.75 7.4583 0.78258 Valid N (listwise) 30

3). Students’ Pretest Scores in Control Group


control group (N) were 30 students, the minimum score was 5.00, the maximum

score is 7.75, the mean score is 6.2417, and the standard deviation was 0.77816.

The result of descriptive statistics on students’ pretest scores in control group was

described in table 15. (See Appendix E).

Table 15 Descriptive Statistics on Students’ Pretest Scores in Control Group

N Minimum Maximum Mean Std.

Deviation Pretest_Control 30 5.00 7.75 6.2417 0.77816

Valid N (listwise) 30

4). Students’ Posttest Scores in Control Group


control group (N) were 30 students, the minimum score was 5.25, the maximum

score is 8.00, the mean score is 7.2417, and the standard deviation was 0.73544.

The result of descriptive statistics on students’ posttest scores in control group

was described in table 16. (See Appendix E).

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Table 16 Descriptive Statistics on Students’ Posttest Scores in Control Group

N Minimum Maximum Mean Std.

Deviation Posttest_Control 30 5.25 8.00 7.2417 0.73544 Valid N (listwise) 30

4.1.2. Prerequisite Analysis

In prerequisite analysis, there were two analyses to be done. They were

normality test and result of homogeneity test. The scores were got from: (a)

pretest scores in control group, (b) posttest scores in control group, (c) pretest

scores in experimental group, and (d) posttest scores in experimental group.

a. Normality test

In normality test, the students’ scores were described to see the

normality test using Kolmogorov Smirnov. The scores were got from: (a)

students’ pretest scores in experimental group, (b) students’ posttest scores

in experimental group, (c) students’ pretest scores in control group, and (d)

students’ posttest scores in control group.

1). Students’ Pretest Scores in Experimental Group

Based on the data which was obtained from the scores of the 30 students in

control group, it was found that the significance level is 0.144. From the result of

the output, it can be stated that the students’ pretest in experimental group was

normal. Since, it was higher than 0.025. The result of normality on students’

pretest scores in experimental group was described in table 17. (See Appendix F).

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Table 17 Normality Test of Students’ Pretest Experimental Group

No Students’

Pretest N Kolmogorov

Smirnov z Sig. (2-tailed)

Result

1 Experimental group

30 1.147 0.144 Normal

2). Students’ Posttest Scores in Experimental Group



the output, it can be stated that the students’ posttest in experimental group was

normal. Since, it was higher than 0.025. The result of normality on students’

posttest scores in experimental group was described in table 18. (See Appendix

F).

Table 18 Normality Test of Students’ Posttest Experimental Group

No Students’

Posttest N Kolmogorov


Result

1 Experimental group

30 0.847 0.471 Normal

3). Students’ Pretest Scores in Control Group



the output, it can be stated that the students’ pretest in control group was normal.

Since, it was higher than 0.025. The result of normality on students’ pretest scores

in control group was described in table 19. (See Appendix F).

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Table 19 Normality Test of Students’ Pretest Control Group

No Students’

Pretest N Kolmogorov


Result

1 Control Group

30 0.602 0.862 Normal

4). Students’ Posttest Scores in Control Group

Based on the data which was obtained from the scores of the 30

students in control group, it was found that the significance level is 0.025. From

the result of the output, it can be stated that the students’ posttest in control group

was normal. Since, it was higher than 0.025. The result of normality on students’

posttest scores in control group was described in table 20. (See Appendix F).

Table 20 Normality Test of Students’ Posttest Control Group

No Students’

Posttest N Kolmogorov


Result

1 Control Group

30 1.482 0.025 Normal

b. Homogeneity Test

The writer analyzed the homogeneity of the sample data of the students’

pretest scores in control and experimental groups and students’ posttest scores in

control and experimental groups to prove the variance every samples is

homogenous or not. In other words, the writer analyzed that the sample are from

the same the capability or not. For analyzing homogeneity test, the writer using

Levene Statistics.

54

1). Students’ Pretest Scores in Experimental and Control Group

Based on measuring homogeneity test, it was found that the significance

was 0.135. From the result of the output, it could be stated that the students’

pretest in control and experimental groups are considered homogeny since it was

higher than 0.05. In other words, the samples are in the same capability. The table

was illustrated in table. The result of homogeneity test on students’ pretest scores

in experimental and control group was described in table 21. (See Appendix G).

Table 21 Homogeneity Test of Students’ Pretest

Experimental and Control Group

Levene Statistic

df1 df2 Sig.

2.301 1 58 0.135

2). Students’ Posttest Scores in Experimental and Control Group

Based on measuring homogeneity test, it was found that the significance

was 0.548. From the result of the output, it could be stated that the students’

posttest in control and experimental groups are considered homogeny since it was

higher than 0.05. In other words, the samples are in the same capability. The result

of homogeneity test on students’ posttest scores in experimental and control group

was described in table 22. (See Appendix G).

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Table 22 Homogeneity Test of Students’ Posttest


Levene Statistic

df1 df2 Sig.

0.365 1 58 0.548

c. Results of Hypothesis Testing

The results of hypothesis testing from statistical calculation using

SPSS 20 application program. The students’ pretest to posttest scores in

experimental group were described to see the significant improvement on

students’ reading comprehension achievement taught by GIST strategy using

paired sample t-test. Since the p-output was lower than 0.025 and t-obtained is

higher than t-table (2.045). In hypothesis testing, the students’ posttest scores in

control and experimental groups were described to see the significant difference

on students’ reading comprehension achievement taught by using GIST strategy

and teachers’ method using independent sample t-test. Since the p-output was

lower than 0.05 and t-obtained is higher than t-table (2.001).

1). Measuring a Significant Improvement on Students’ Pretest to Posttest

Scores in Experimental Group

In this study, to find out a significant improvement on students’ reading

average scores taught by using GIST strategy by using paired sample t-test. In this

part, it described that there were 30 students responded to the pretest experimental

group, and they have been on average 5.4500 and the standard deviation was

0.98567. Meanwhile, there were also 30 students responded to the posttest

56

experimental group, and they have been on average 7.4583 and the standard

deviation was 0.78258.

From the table analysis, it was found that the t-obtained is 9.916,

significant level of p-output < 0.00 in two tailed testing and df = 29. Since the p-

output was lower than 0.025. Since the value of t-obtained exceeded the critical

value of t-table (2,045), the null hypothesis (Ho) was rejected and the research

hypothesis (Ha) was accepted. It means that there was significant improvement on

the eleventh grade students’ reading comprehension achievement taught by using

GIST strategy at SMA Nurul Iman Palembang. The result hypothesis test of

students’ pretest to posttest scores in experimental group was described in table

23. (See Appendix H).

Table 23 Hypothesis Test of Students’ Pretest to Posttest Scores in

Experimental Group

Teacher Method

Paired Sample T-Test Ho Ha

T Df Sig. (2-tailed ) 9.916 29 0.000 Rejected Accepted

2). Measuring a Significant Difference on Students’ Posttest Scores in

Control and Experimental Group

In this study, to find out a significant difference on students’ reading

average scores taught by using GIST strategy and teachers’ method by using

independent sample t-test. In this part, it described that there were 30 students

responded to the posttest control group, and they have been on average 7.2417

and the standard deviation was 0.73544. Meanwhile, there were also 30 students

57

responded to the posttest experimental group, and they have been on average

7.4583 and the standard deviation was 0.78258.

From the table analysis, the estimation on the independent statistics shows

that the t-obtained was 1.105, significant level of p-output 0.274 in two tailed

testing and df = 58. Since the p-output was lower than 0.05. The critical value of

t-table is 2,001. Since the value of t-obtained exceeded the critical value of t-table,

the null hypothesis (Ho) was rejected and the research hypothesis (Ha) was

accepted. It means that there was no significant difference on the eleventh grade

students’ reading comprehension achievement taught by using GIST strategy and

those who are not at SMA Nurul Iman Palembang. The result hypothesis test of

students’ posttest scores in experimental and control group was described in table

24. (See Appendix H).

Table 24 Hypothesis Test of Students’ Posttest Scores in


GIST Strategy and Teacher Method

Independent Sample T-Test Ho Ha T Df Sig. (2-tailed )

1.105 58 0.274 Rejected Accepted

4.2. Interpretation

Based on the findings above, some interpretations could be drawn.

Eventhough, there is no significance difference between the experimental group

and control group. The writer found that the students’ pretest score in control

group got little progress than those in posttest in control group. The progress of

students posttest score in control group showed that the students were not shy to

58

asked and answered the question from the teacher and the students enjoy in

learning reading process. The process of treatments in control group showed that

the students were unconfident, shy, afraid of making mistake and bored. They

were difficult to understand the text and answer the questions from teacher

because the lack of their idea. On the other hand, the process in experimental

group showed that by applying GIST strategy, students become more active, and

enjoy the reading process.

The teacher as the facilitator and a model in the class was so important in

applying the strategy at the first time. As the fourth and fifth meeting, the teacher

let the students apply the strategy by themselves. The result of their reading task

was still bad. In the last meeting, the teacher tried to guide them again and their

reading comprehension was better. It was assumed that the students could

comprehend the text when the teacher helped them to apply the strategy. From

this point, it could be said that GIST strategy is an appropriate strategy in reading

narrative text. It is related to Shelby (2010, p. 12) that GIST strategy reflects on

the content of the lesson and summarize the text. The students had some progress

in reading comprehension after the teacher taught the GIST strategy.

In the teaching strategy used in control group, the teacher used Grammar

Translation Method (GTM). It is a common way used by the teacher in teaching

reading. It is a simple combination of activities of teaching grammar and

translation. This method focuses on translating, grammatical forms, memorizing

vocabulary, learning rules and studying conjugations. The purpose of using the

grammar translation method is able to read literature written in the target

59

language. It is related to Setiyadi (2006, p. 34) that the teacher provides the

students with good mental exercise which helps develop students’ mind. The

teacher explains to the students, but the students seldom to ask to the teacher. It

makes the students difficult to understand the text and improve their reading

ability. Therefore, the teacher apply GTM to overcome students difficult in

reading comprehension. The students were enjoy and fun in learning reading

process. The students looked more interested and more active in involving

themselves in the classroom activities.

The last, measuring significant imrpovement from the students’ pretest to

posttestt score in experimental group by using paired sample t-test showed that the

result of posttest scores in experimental group was higher than posttest scores in

experimental group since the p-output is higher than 0.025. It could be seen from

the result of analysis by using paired sample t-test that showed the p-output was

0.000. It indicates that the GIST strategy was significant improvement in teaching

reading comprehension achievement to the eleventh grade students of SMA Nurul

Iman Palembang. It can be interpreted the GIST strategy has been proven to

increase the students reading score in the eleventh grade and bring advantages to

teach reading comprehension in SMA Nurul Iman Palembang. This statement

supported by Rice (2012, p. 9) who state that GIST strategy was developed to help

students learn to write organized and concise summaries of their reading. This

activity helps teachers and students to identify key concept. Finally, the teacher at

school can use the GIST strategy and this strategy is good to apply in teaching

reading to improve student’s ability in reading learning process than teacher

60

method. The GIST strategy could still motivate the students and brought interest in

the teaching and learning process despite the students’ need in translation strategy.

It is related to Sethna (2011, p. 17) that the GIST is a summarizing strategy to

help students pull out the most important information. It could be seen from

students’ response towards teachers’ explanation. Also, the strategy made the

students become actively participate in learning activities whether in class or

group.

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CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter, the writer presents (1) conclusion and (2) suggestions.

5.1. Conclusion

Based on the results, it can be concluded that there was a significant

improvement on students’ pretest to posttest scores in experimental group taught

by using GIST strategy to the eleventh grade students of SMA Nurul Iman

Palembang. It could be seen from the result of analysis by using paired sample t-

test that df = 29, t-obtained is 9.916 and the p-output was 0.000, since the p-output

is lower than 0.025 and t-obtained is higher than t-table (2.045). Meanwhile, there

was no significant difference on students’ posttest score in control and

experimental groups taught by using GIST strategy and teachers method to the

eleventh grade students of SMA Nurul Iman Palembang. It could be seen from the

result of analysis by using independent sample t-test that df = 58, t-obtained is

1.105 and the p-output was 0.274, since the p-output is lower than 0.05 and t-

obtained is higher than t-table (2.001).

However, the students felt interested, helpful and fun in learning reading

comprehension. It was because GIST strategy can help the students to understand

the content of the text. That reason made that there was significant improvement

on students’ reading comprehension achievement taught by using GIST strategy at

the eleventh grade students’ of SMA Nurul Iman Palembang.

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5.2. Suggestions

Based on the conclusion above, the writer would like to give some

suggestions for teacher of English and students. The result of this study

encourages the writer to suggest the teacher of English, especially for teacher of

English at SMA Nurul Iman Palembang to apply many kinds of teaching

strategies in reading. GIST is one of strategy that can help students’ to improve

their achievement in reading. For students, especially for students of SMA Nurul

Iman Palembang, the students are also expected to have high motivation,

especially intrinsic learning motivation. Therefore, it is hoped that they will be

more active and creative in teaching and learning process. As a result, learning

achievement will be better than before.

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(1) background, (2) problems of the study

Documents